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--- learning-process:intro [2021/06/28 16:38] – scott.chen
+++ learning-process:intro [2021/06/30 23:01] (current) – scott.chen
@@ Line 7: / Line 7: @@
 Learning was scaffolded with each step increasing in complexity, difficulty, and detail. Work followed the design process and involved multiple iterations. Responsibilities were sometimes personal, sometimes paired, and sometimes team-based in nature. Throughout the whole process, students and teachers collaboratively discussed progression and output of the project, jointly made decisions and adjustments, and shared critical and constructive feedback.
-The skills that the students learned and practiced will be useful to them throughout their lives in academic, professional, and personal settings. The thinking challenges they faced have helped them contemplate and establish their values, personality, and individuality. From this experience the students have hopefully understood the importance of being a responsible and contributing member of society, and have realized that their actions, even as young students, can have a positive and real effect on the world in which they live.
+The skills that the students learned and practiced will be useful to them throughout their lives in academic, professional, and personal settings. The thinking challenges they faced have helped them contemplate and establish their values, personality, and individuality. From this experience, the students have hopefully understood the importance of being a responsible and contributing member of society, and have realized that their actions, even as young students, can have a positive and real effect on the world in which they live.
-本學期的教學不僅跨領域、跨學科，且透過讓學生親身實踐和互相交流的方式進行。學生們學習了許多可以用來創造的技能、被賦予了一項中心任務，以及希望能產出的結果的大方向。在整個過程中，我們始終圍繞著幫助無家的動物和傳播相關信息為首要方針。
+我們的教學採跨領域、跨學科，並透過讓學生親身實踐和互相交流的方式進行。在賦予學生本學期的核心任務後，教師們便開始培養能提升學生創造力和實踐力的技能，並根據期望達成的成果給予學生指南。整個過程中，我們始終都以幫助無家動物和傳播相關的重要資訊為主要方針。
-學習藍圖的架構循序漸進的增加每一步的複雜性、難度，和必須應對的細節。所有的工作任務都遵循著設計流程的思維模式，並涉及多次反復的反思和改善。職責有時是個人的，有時是兩人小組的，有時是團隊性的。在整個過程中，師生共同討論項目的進展和產出，共同做出決策和調整，並分享批評性和建設性的反饋。
+透過支架式的教學，我們循序漸進地增加每個步驟的複雜性、難度及對細節的要求。學生所有的作品皆遵循設計流程的思維模式，經歷過反覆的修改與精進。依照作業的性質，學生有時獨立作業、有時兩人合作、有時則是團隊一起分工。在整個學習過程中，師生不斷地討論專案的走向及最終期望的成果，其中曾多次進行調整並與彼此分享有建設性的回饋。
-學生所學習到和實踐的技能將能在他們一生的學術、職業，和社交生活中發揮作用。他們透過這次經驗所面臨的思維挑戰也幫助了他們思考並確立自己的價值觀、個性，和人格。從這次經歷中，學生們也學習到了成為一個負責任和有貢獻的社會成員的重要性。他們也意識到了，即便自己還是年輕的學生，自己的行為也可以對周遭的生活和世界產生積極和真實的影響。
+學生經過一次又一次的訓練所習得的技能，對於他們未來不論是在學業上、就職上或是社交上皆會帶來助益。在這次的經驗中，學生不僅瞭解到成為一個有責任心、肯貢獻的社會公民的重要性，且在克服了種種思維方面的挑戰後，開始思考並確立自己的價值觀、個性及人格。他們最終也意識到，即便自己還是很年輕的學生，仍可以通過積極的行動對周遭的世界造成正面且實際的影響。
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